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Research on emotions in second language acquisition: reflections on its birth and unexpected growth
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Foreign language peace of mind: a positive emotion drawn from the Chinese EFL learning context
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Do well-being and resilience predict the foreign language teaching enjoyment of teachers of Italian?
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The development of a short-form foreign language enjoyment scale
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Learner emotions, autonomy and trait emotional intelligence in ‘in-person’ versus emergency remote English foreign language teaching in Europe
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Does the Complementarity Principle apply to inner speech? A mixed-methods study on multilingual Chinese university students in the UK
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How Saudi migrants’ metapragmatic judgments of Arabic L1 nonverbal greetings change after prolonged exposure to English
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A crosslinguistic study of the perception of emotional intonation. Influence of the pitch modulations
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How classroom environment and general grit predict foreign language classroom anxiety of Chinese EFL students
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Foreign language learning boredom: conceptualization and measurement
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Teacher enthusiasm and students’ social-behavioral learning engagement: the mediating role of student enjoyment and boredom in Chinese EFL classes
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Abstract:
Teacher enthusiasm is attracting growing attention in educational and learner psychology research. There is evidence that teacher enthusiasm is contagious in class and positively affects student emotions. Their fundamental role in shaping student engagement has also been well documented. However, the links—between teacher enthusiasm and student emotions, and between student emotions and engagement—remain underexplored in instructed second language acquisition. The present study adopted a mixed-method approach to examine the complex relationships between perceived teacher enthusiasm, emotions (enjoyment and boredom), and social-behavioral learning engagement among 2002 EFL learners from 11 universities in China. Quantitative analyses showed small to large correlations between perceived teacher enthusiasm, enjoyment, boredom, and social-behavioral learning engagement. In addition, student enjoyment and boredom were found to co-mediate the relationship between perceptions of teacher enthusiasm and student social-behavioral engagement in English classes. Qualitative interviews with nine students provided insights into the potential causes of the statistical patterns. Theoretical and pedagogical implications are discussed, followed by directions for future research.
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Keyword:
Cultures & Applied Linguistics (from 2021); Languages
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URL: https://eprints.bbk.ac.uk/id/eprint/44296/ https://doi.org/10.1177/13621688211014538 https://eprints.bbk.ac.uk/id/eprint/44296/3/44296.pdf
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Language choice in psychotherapy of multilingual clients: multilingual therapists’ perspective
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“We are not amused”. The perception of British humour by British and American English L1 users
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Reducing anxiety in the foreign language classroom: a positive psychology approach
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Differences in emotional reactions of Greek, Hungarian and British users of English when watching English television
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The role of language and cultural engagement in emotional fit with culture: an experiment comparing Chinese-English bilinguals to monolingual Brits and Chinese
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